Evaluation for Pre-Service SCIENCE Teachers (2012 NSTA Standards)
3/9/18
This evaluation is used with our candidates in their Methods Practicum and in their Student Teaching.
Use the rubric below. Please read carefully. This rubric is intended to be developmental. Note the intentional growth over time:
beginning with limited awareness; to “emerging,” beginning understanding and attempts to apply; then “ready to teach,” application at the level of readiness to be “the teacher”; and then, “exceeds readiness,” demonstrating the understanding and behaviors of a teacher who has been teaching for the better part of a year, at least. “Ready to Teach” describes the student teaching goal, understanding that
“Exceeds Readiness” is where the student teacher is headed as he or she continues into the responsibilities of the first year teacher.
1 - 4 = Limited: The teacher candidate demonstrates little awareness of the expectations of the standard element.
5 - 8 = Emerging: The teacher candidate demonstrates awareness of the expectations of the standard element and is beginning to his or her understanding.
9 - 12 = Ready to Teach: The teacher candidate demonstrates understanding of the expectations of the standard and demonstrates application at the level of someone ready to take the responsibility of the teacher.
13 - 16 = Exceeds Readiness: The teacher candidate demonstrates application of standard at the level of a teacher toward the end of his or her first year of teaching.
CONTENT KNOWLEDGE
1—Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure.
1 – 4
Limited 5 – 8
Emerging 9 – 12
Ready to Teach 13 – 16
Exceeds Readiness NO Opportunity DemonstrateTo 1a Understands the major concepts,
principles, theories, laws, and
interrelationships of his/her field of licensure and supporting fields as recommended by the National Science Teachers Association.
Understands the major concepts, principles, theories, & laws of his/her science field &
supporting fields, but with limited ability to articulate this
understanding to others.
Understands the major concepts, principles, &
laws of his/her science field & supporting fields &
articulates this understanding to others.
Understands the major concepts, principles, &
laws of his/her science field & supporting fields;
articulates this understanding; &
continues to extend his/her understanding of the learning.
1b Understands the central concepts of the supporting disciplines and supporting role of science specific technology.
Understands the central concepts of the supporting disciplines, but with limited ability to articulate this
understanding to others.
Working to learn the supporting role of science specific technology.
Understands the central concepts of the supporting disciplines& articulates this understanding to others. Understands the supporting role of science specific technology.
Understands the central concepts of the supporting disciplines;
articulates this understanding to others;
& explores additional ways to implement science specific technology in his/her work with science.
1c Shows an understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students.
Beginning to understand state & national curriculum standards &
their impact on P-12 content knowledge necessary for P-12 teaching.
Understands state &
national curriculum standards & their impact on P-12 content knowledge necessary for teaching P-12 students.
Understands the impact of state & national standards on P-12 content knowledge &
considers ways to deepen that understanding.
InTASC Standard 4
CONTENT PEDAGOGY
2—Effective teachers of science understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students.
1 – 4
Limited 5 – 8
Emerging 9 – 12
Ready to Teach 13 – 16
Exceeds Readiness NO Opportunity To Demonstrate 2a: Plans multiple lessons using a variety of
inquiry approaches that demonstrate his/her knowledge and understanding of how all students learn science.
Plans more than one lesson using similar inquiry approaches
Plans multiple lessons using a variety of inquiry approaches
Demonstrates his/her knowledge &
understanding of how all students learn science by planning multiple lessons using a variety of inquiry approaches
2b: Includes active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical
experiences. Applications of science-specific technology are included in the lessons when appropriate.
Includes active inquiry lessons in which students develop &
communicate concepts
& understanding
Includes active inquiry lessons where in which students develop &
communicate concepts
& understand scientific processes.
Includes active inquiry lessons where students collect & interpret data in order to develop &
communicate concepts &
understand scientific processes, relationships &
natural patterns from empirical experiences.
Applications of science- specific technology are included in the lessons when appropriate.
2c: Designs instructional and assessment strategies that confront and address naive concepts/preconceptions.
Attempts to design instructional &
assessment strategies to address misconceptions.
Designs instructional &
assessment strategies to confront & address misconceptions.
Designs instructional &
assessment strategies that confront & address naïve concepts &
preconceptions.
InTASC Standard 4
LEARNING ENVIRONMENTS
3— Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources-- including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met.
1 – 4
Limited 5 – 8
Emerging 9 – 12
Ready to Teach 13 – 16
Exceeds Readiness NO Opportunity To Demonstrate 3a: Uses a variety of strategies that
demonstrate the candidate’s knowledge and understanding of how to select the appropriate teaching and learning activities - including laboratory or field settings and applicable instruments and/or technology- to allow access so that all students learn. These strategies are inclusive and motivating for all students.
Uses a few strategies that demonstrate candidate’s knowledge of how to select teaching
& learning activities.
Uses a variety of strategies that demonstrate the candidate’s knowledge &
understanding of how to select appropriate teaching & learning activities - including laboratory or field settings & applicable instruments &/or technology
Uses a variety of strategies that demonstrate the candidate’s knowledge &
understanding of how to select appropriate teaching & learning activities - including laboratory or field settings
& applicable instruments
&/or technology—to allow access so all students learn. These strategies are inclusive & motivating for all students.
3b: Develops lesson plans that include active inquiry lessons where students collect and interpret data using applicable science- specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for all students.
Develops lesson plans that include active inquiry lessons.
Develops lesson plans that include active inquiry lessons where students collect &
interpret data using applicable science- specific technology to develop concepts, understand scientific processes, relationships
& natural patterns from empirical experiences.
Develops lesson plans that include active inquiry lessons where students collect & interpret data using applicable science- specific technology to develop concepts, understand scientific processes, relationships &
natural patterns from empirical experiences.
The plans provide for equitable achievement of science literacy for all students.
3c: Plans fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met.
Assessment strategies are designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated.
Plans fair assessment strategies to analyze student learning & to evaluate if the learning goals are met.
Plans fair & equitable assessment strategies to analyze student learning
& to evaluate if the learning goals are met.
Assessment strategies are designed to evaluate preconceptions.
Plans fair & equitable assessment strategies to analyze student learning
& to evaluate if the learning goals are met.
Assessment strategies are designed to evaluate preconceptions & ideas students hold & &
understandings students have formulated.
3d: Plans a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area.
Plans a learning environment & learning experiences to demonstrate safety.
Plans a learning environment & learning experiences that demonstrate chemical safety, safety procedures, & ethical treatment of living organisms.
Plans a learning environment & learning experiences for all students that demonstrate chemical safety, safety procedures, & ethical treatment of living organisms.
InTASC Standards 5 & 6
SAFETY
4— Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
1 – 4
Limited 5 – 8
Emerging 9 – 12
Ready to Teach 13 – 16
Exceeds Readiness NO Opportunity To Demonstrate 4a: Designs activities in a P-12 classroom
that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within his/her subject area science instruction.
Designs activities that
demonstrate safety. Designs activities in a P- 12 classroom that demonstrate safe &
proper techniques for preparation, storage, dispensing, supervision,
& disposal of materials.
Designs activities in a P- 12 classroom that demonstrate safe &
proper techniques for preparation, storage, dispensing, supervision, &
disposal of all materials used within his/her subject area of science instruction.
4b: Designs and demonstrates activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidate ensures safe science activities appropriate for the abilities of all students.
Designs activities in a P- 12 classroom that demonstrate an ability to implement emergency procedures & the maintenance of safety equipment, policies &
procedures that comply with established state and/or national guidelines
Designs & demonstrates activities in a P-12 classroom that demonstrate an ability to implement emergency procedures & the maintenance of safety equipment, policies &
procedures that comply with established state and/or national guidelines
Designs & demonstrates activities in a P-12 classroom that demonstrate an ability to implement emergency procedures & the maintenance of safety equipment, policies &
procedures that comply with established state and/or national guidelines.
Ensures safe science activities appropriate for the abilities of all students.
4c: Designs and demonstrates activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. Emphasizes safe, human, and ethical treatment of animals and complies with the legal restrictions on the collection, keeping, and use of living organisms.
Designs activities in a P- 12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms in
& out of the classroom.
Designs & demonstrates activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms in
& out of the classroom.
Addresses safe, human
& ethical treatment of animals. Complies with legal restrictions on collection, keeping, &
use of living organisms.
Designs activities in a P- 12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms in &
out of the classroom.
Emphasizes safe, human,
& ethical treatment of animals & complies with legal restrictions of collection, keeping & use of living organisms.
InTASC Standards 1, 2, & 3
IMPACT ON STUDENT LEARNING
5—Effective teachers of science provide evidence to show that P-12 students’ understanding of major science concepts,
principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach.
1 – 4
Limited 5 – 8
Emerging 9 – 12
Ready to Teach 13 – 16
Exceeds Readiness NO Opportunity To Demonstrate 5a: Collects, organizes, analyzes, and
reflects on diagnostic formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected.
Collects & organizes diagnostic formative &
summative evidence of a change in mental functioning
demonstrating scientific knowledge is gained
&/or corrected.
Collects, organizes, analyzes, & reflects on diagnostic formative &
summative evidence of a change in mental functioning
demonstrating scientific knowledge is gained
&/or corrected.
Collects, organizes, analyzes, & reflects on diagnostic formative &
summative evidence of a change in mental functioning demonstrating scientific knowledge is gained &/or corrected.
Uses this information to make changes in his/her planning & teaching.
5b: Provides data to show that P-12 students are able to distinguish science from nonscience, understands that evolution and practice of science as a human endeavor, and critically analyzes assertions made in the name of science.
Provides data to show that P-12 students are able to distinguish science from nonscience
Provides data to show that P-12 students are able to distinguish science from nonscience
& understands that evolution and practice of science as a human endeavor.
Provides data to show that P-12 students are able to distinguish science from nonscience &
understands that evolution and practice of science as a human endeavor. Critically analyzes assertions made in the name of science.
5c: Engages students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a specific manner.
Engages students in developmentally appropriate inquiries.
Engages students in developmentally appropriate inquiries that require them to develop concepts and relationships.
Engages students in developmentally appropriate inquiries that require them to develop concepts and relationships using their observations, data, &
inferences in a special manner.
Standard 9 & 10
PROFESSIONAL KNOWLEDGE & SKILLS
6—Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.
1 – 4
Limited 5 – 8
Emerging 9 – 12
Ready to Teach 13 – 16
Exceeds Readiness NO Opportunity To Demonstrate 6a: Engages in professional development
opportunities in his/her content field such as talks, symposiums, research opportunities, or projects within his/her community.
Expresses specific interest & plans for engaging in professional development.
Engages in some professional development opportunities in his/her own field.
Engages in professional development
opportunities in his/her own field that include research opportunities
&/or projects within his/her community.
6b: Engages in professional development opportunities such as conferences, research opportunities, or research projects within his/her community.
Expresses interest participating in research opportunities or research projects within his/her own community.
Engages in professional development
opportunities such as conferences.
Engages in professional development
opportunities such as conferences, research opportunities, or research projects within his/her community.
Standards 9 & 10
